Mississippi Mentoring and Induction Program for Beginning Teachers

Transcription

1 Mississippi Mentoring and Induction Program for Beginning Teachers June 27-28, 2018 Dr. Vernesia Wilson Office Director II Office of Teaching and Leading

2 Mississippi Department of Education VISION To create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens MISSION To provide leadership through the development of policy and accountability systems so that all students are prepared to compete in the global community 2

3 State Board of Education Goals FIVE-YEAR STRATEGIC PLAN FOR All Students Proficient and Showing Growth in All Assessed Areas 2. Every Student Graduates from High School and is Ready for College and Career 3. Every Child Has Access to a High-Quality Early Childhood Program 4. Every School Has Effective Teachers and Leaders 5. Every Community Effectively Uses a World-Class Data System to Improve Student Outcomes 6. Every School and District is Rated C or Higher 3

4 Note: Portions of this presentation was adapted in part with permission from the Center on Great Teachers and Leaders (GTL). 4

5 Objectives Present Definition: Mentoring and Induction (M & I) Mississippi Code through 213 Discuss Mentoring and Induction Research Discuss Mississippi s Mentoring and Induction Program Discuss Induction License Group Activity 5

6 Useable Model for Board Goal 4 Source: GTL Center,

7 Model for Mentoring and Induction in MS 7

8 Definition: Mentoring and Induction Mentoring The process of serving as a mentor and facilitates and assists another s development. The process includes modeling (Gay, 1995) and provides the mentee with practical experience that may enhance knowledge [and feedback] throughout the beginning of his/her career. Induction Professional development program that incorporates mentoring and is designed to offer support, guidance, and orientation to beginning teachers (Ingersoll & Smith, 2004). 8

9 Why the Need for Mentoring & Induction? Increase Teacher Commitment Increase Student Performance Improve Instructional Practice May also be used as a strategy for school improvement Improve Teacher Retention 9

10 Synopsis: Mississippi Code to 213 Induction of beginning teachers is conducive to their professional growth and development. The formal assignment of mentors should substantially improve the induction and professional growth of beginning teachers in the state. To the extent practicable, schools districts may coordinate with IHLs in the design, implementation, and evaluation of mentorship programs. The mentor and induction program must provide a minimum of ninety (90) hours of direct contact between mentors and beginning teachers. MDE will partner with state and local organizations to provide quality professional development for both mentors and beginning teachers. The selection of mentors is determined by the school district. 10

11 Research Indicates a) Beginning teachers who receive multiple supports are less likely to move to other schools and/or leave the occupation after the first year (Ingersoll & Smith, 2004). b) A comprehensive induction program can foster the development of expertise in the early years of the profession for teachers (Davis & Higdon, 2008). c) All elements (principals, mentors, PD, etc.) of a comprehensive induction program were found to effectively support new teachers (Bickmore & Bickmore, 2010). 11

12 Mississippi Research (2016) Based on results of a survey provided to 89 beginning teachers (0-3 years of experience) in Mississippi (2016), the following represented the 3 highest areas of need: Knowledge regarding current state and federal regulations concerning instruction of students with special needs Providing a suitable environment for special learning situations (e.g. special needs, gifted, nonreader, ESL) Communicating with at-risk students and/or students with disciplinary concerns 12

13 Mississippi s M & I Program Phase I Phase II Phase III Completed *M & I self-assessment tool with 4 Talent for Turnaround (T4TLA) School Districts (Dec. 2017) Selected 2 initial pilot districts from the Central and Delta regions of Mississippi for targeted M & I program assistance (January 2018) Complete Mentoring and Induction Toolkit processes with pilot districts (ongoing) M & I development training for administrators and mentors (June 2018) Statewide focus group--receive recommendations/feedback from all MS school districts Develop Mentoring and Induction Teacher Support Team (state level). Draft plan for induction license. Create statewide network for all mentors in Mississippi Submit induction license plan to the Mississippi Licensure Commission for approval. Submit induction license to the State Board of Education for approval. Implement the induction license and M & I program in Mississippi districts. *Based on 4 domains of Rapid School Improvement 13

14 Program Design According to New Teacher Center (2016), five elements are essential for M & I program success Capable Instructional Mentors Effective Principals Multiple Support Structures for Beginning Teachers Strong Program Leaders Ongoing Program Evaluation 14

15 How Are Mentors Chosen? Recommended members of the mentor selection team: Mentor program leaders Site and district administrators Teacher association leaders Veteran teacher leaders Former or current mentors University clinical and tenured faculty District leaders National Board Certified teachers Note: It is ideal to match new teachers with mentors immediately following their hire date. 15

16 Proposed M&I Program Training Modules Module 1: Introduction to the GTL Mentoring and Induction Toolkit Module 2: Mentor Recruitment, Selection, and Assignment Module 3: Mentor Professional Learning, Development, and Assessment Module 4: Beginning Teacher Professional Learning and Development Module 5: Mentoring and Induction for Special Educators Module 6: The Role of the Principal in Induction Module 7: Collecting Evidence of Induction Program Success Developed by the Center on Great Teachers and Leaders 16

17 Proposed Induction License Linkage from pre-service to professional license Sanctioned time for mentoring and induction activities Professional growth plan 17

18 Mentoring and Induction Group Activity Examine and analyze the video below. 18

19 Mentoring and Induction: Elbow Partner Activity 19

20 References Bickmore, D. L. & Bickmore, S. T. (2010). A multifaceted approach to teacher induction. Teaching and Teacher Education, 26(4), Davis, B. & Higdon, K. (2008). The effects of mentoring/induction support on beginning teachers practices in early elementary classrooms (K-3). Journal of Research in Childhood Education, 22(3), Retrieved from Ingersoll, R. M. & Smith, T. M. (2004). Do teacher induction and mentoring matter? NASSP Bulletin, 88(638), Smith, T. M., & Ingersoll, R. M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal, 41(3), 681. Retrieved from: Gay, Geneva (November 1995). Modeling and mentoring in urban education. Education and Urban Society, 28(1),

21 Vernesia Wilson, PhD, MPH Office Director II Office of Teaching and Leading